The learning design is based on the use of an Excel spreadsheet simulator to complete one assessment task.

The Learning Design Sequence is illustrated as follows.

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WHAT THE STUDENTS DO
The suggested sequence of tasks students are to conduct is as follows:

1. Students "play the game"/interact with the simulator on an individual basis in an ad-hoc manner to familiarise themselves with the simulator and to determine how well they can perform without forecasting and MRP models. The concept of "play" refers to releasing production orders and observing how well they can cope with incoming orders and make a profit for the simulated company.
   They also try releasing the orders on the basis of reorder points and fixed order quantities.
2. Students build a Decision Support System (DSS) and enter their devised models in the spreadsheet which they then submit as part of their assignment.
   They play the game using the Decision Support System.
3. Students are asked to reflect and document their learning experience and submit this as part of their assignment.

SIGNIFICANCE OF ORDER
The sequence follows the logical order of the development of their knowledge and skill.

CRITICAL ACTIVITIES
It is possible to skip the playing on the ad-hoc and on the reorder point basis, but there will be a learning penalty.

ACCESSIBLE RESOURCES
Excel spreadsheet: This is the software and the primary resource. Students play the game using the simulation. They create their own models to help them make decisions in playing the game.

Lecture notes, text book: These provide the knowledge background.

Instructions on the assignment: These provide the details of the game, and the tasks the students need to carry out.

RESOURCES IN CONTEXT
This is a fairly structured learning design, and the resources all fall within the structure and are significant.

VARYING THE RESOURCE SET
All the resources are absolutely essential.

SUPPORTS SUPPLIED
Students will need help from the instructor in creating the decision support tool needed to complete the project. This may be done in a computer lab setting at set times.

Students work in groups and thus there is an element of collaborative learning in this design.

Students need direct instructions from the lecturer on the task assigned to them. Management students specifically need help on the spreadsheet model, provided in computer lab tutorial sessions.

SIGNIFICANCE OF SUPPORT STRATEGIES
The support strategies are all very important. Instructor's formal help and informal collaborative learning contribute to the delivery of the learning outcome.

SUPPORT STRATEGY ADAPTATION
Students with good technical skills, such as higher level engineering students, could do with fewer instructions.